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A 2-WEEK SUMMER INSTITUTE WAS CONDUCTED TO SERVE AS INSERVICE TRAINING FOR A GROUP OF 29 COUNSELORS IN EMPLOYMENT, TRADE, TECHNICAL, AND SCHOOL SETTINGS AS TO HOW THEY MIGHT BETTER SERVE DISADVANTAGED YOUTH THROUGH INDIVIDUAL AND JOINT ACTION PROJECTS. OPEN DISCUSSIONS WERE HELD AMONG THE PARTICIPANTS TO STIMULATE WORTHWHILE IDEAS IN THIS AREA, AND FIELD VISITS AFFORDED EACH OF THE COUNSELORS OPPORTUNITIES TO MEET AND TALK WITH YOUNG PEOPLE AND THEIR FAMILIES. IN ADDITION, SOCIAL WORKERS, PSYCHOLOGISTS, AND URBAN REHABILITATION PERSONNEL DISCUSSED THEIR WORK AND THE PROBLEMS WHICH THEY ENCOUNTER IN ATTEMPTING TO AID THIS POPULATION OF YOUNG PEOPLE. A SERIES OF THREE FOLLOWUP MEETINGS TO THE INSTITUTE WERE HELD ON WEEKENDS DURING THE FOLLOWING YEAR. COLLEAGUES AND ADMINISTRATIVE SUPERVISORS OF THE PARTICIPANTS WERE INVITED TO THE LAST TWO MEETINGS. THE MEETINGS SERVED TO INTRODUCE NEW DIMENSIONS REGARDING THE VOCATIONAL FUTURE OF DISADVANTAGED YOUTH AND THE NECESSITY OF PROFESSIONAL TEAMWORK IN ASSISTING THEM. THE RECOMMENDATIONS GENERATED BY THE INSTITUTE PARTICIPANTS FELL UNDER TWO MAJOR HEADINGS--(1) JOINT ACTION BY AGENCIES WORKING WITH DISADVANTAGED YOUTH, AND (2) COUNSELOR EDUCATION AND INSERVICE TRAINING. PRIMARY EVALUATION WAS CONDUCTED THROUGH THE ADMINISTRATION OF A PARTICIPANT QUESTIONNAIRE. ALL RESPONDENTS INDICATED ENTHUSIASM FOR CONTINUING PROGRAMS TO SERVE DISADVANTAGED YOUTH. IT SHOULD BE NOTED THAT EMPHASIS IN THIS DEVELOPMENTAL PROGRAM WAS APPLIED PRIMARILY TO THE STATE OF SOUTH CAROLINA. (JH)

In this paper, the author outlines the historical development of information and education programs for population control and family planning, arguing that communications activities should receive as much emphasis as the health services program. The public information aspect includes use of mass media, advertising and promotion, public relations activities, and the commercial marketing of nonmedical contraceptives. Educational efforts are aimed at audiences in clinics, schools, and the general community. The author refers to the absence of planning in some communications programs and stresses its importance, along with the necessity of continued research and evaluation of information/education programs. He also discusses materials development as part of the communications program and the present lack of training for communicators in the family planning field. (RN)

The author defines populations communications as all information, education, and other activities which can produce changes in attitudes and behavior towards contraception, family planning, and population growth. He discusses in this paper the effort made in 27 nations to utilize commercial, profit-making goods and services for the purpose of educating the public on the hazards of over-population and the methods available for population control. The types of commercial programs are: use of mass media, advertising and promotion, public relations efforts, marketing of contraceptives, education and training, research and evaluation of the program, and development of special materials. (RN)

This study investigated the classroom attention as well as performance on simple tasks of seriously disturbed, psychotic-type, verbally communicative children under conditions of reduced auditory input (using ear protectors) and under conditions of normal auditory input (using a placebo device). No significant difference was found in either task performance or classroom attention under the ear protector as compared with the placebo condition. However, the data did indicate that those subjects who appeared to improve in classroom attention under ear protector conditions were subjects who exhibited serious language disorders, and it was suggested that this finding might merit further consideration. (Author)

The purpose of this publication, as in the case of the other "World Education Series", is to provide a guide for the use of admissions officers and others in the admission and placement of the students of a particular country for study in educational institutions in the United States. Specifically it is hoped that this volume will furnish the basis of sounder assessment of the quantity and the quality aspects of Indian educational institutions, and the Indian student and his academic record. The first seven chapters provide a description of the historic and contemporary educational scene. The last two chapters deal with problems peculiar to Indian credentials and provide the focus for the entire work, the specific placement recommendations based on various credentials and degrees from Indian institutions. Thirteen appendices provide 240 pages of information for evaluating the students' credentials, e.g., list of institutions and samples of credential forms. (Author/DJB)

Intended as a guide and reference for administrators and teachers responsible for the operation of special educational programs for the visually handicapped in California public schools, the document first traces the historical and philosophical development of publicly financed education for visually handicapped children in California. Definitions, methods of identification, and incidence figures are given. Described are the types of programs offered for the visually handicapped: special and regular day classes, remedial and individual instruction, mobility instruction, payment of tuition, and residential schools. Factors to be considered in establishing and operating a program, such as legal authority and provisions, evaluation and placement procedures, counseling, and orientation program, are discussed. Guidelines for the various levels of school district personnel involved in operating a program are given. Examined are the implications of the limitations of visually handicapped students for instructional planning and curriculum. The final chapter identifies some additional state services for the visually handicapped. (KW)

This speech points to the advantages and importance of certification and licensure of counselors. It includes a general discussion of certification, certification requirements, and projections for the future in terms of counselor training. Also included is a background discussion on licensure and its implications, especially in relation to counselor accountability, as well as suggestions for the future in terms of licensure. (LKP)

Studies concerning school counselor roles have been conducted in various parts of the country. This study was conducted in South Carolina to determine the extent of counselor activity in certain areas of role performance. The questions to be answered were: (1) in what order of frequency do counselors report their major role activities and, (2) do counselors of differing educational, experiential, and situational backgrounds report performing their roles differently. A total of 356 counselors were mailed an informational questionnaire and the School Counselor Performance Index (SCPI), which is included in this report. The results included: (1) counselors highest priority was working with individual students, and (2) counselors second priority was establishing and maintaining staff relationships. Due to major changes in the SCPI, however, the data is not conclusive. Nevertheless, there are promising signs that the SCPI used in this study can quantitatively help to differentiate among and between subgroups of persons trained as counselors. This may help counseling students to understand the various functions they need to perform. (Author/KJ)

The effects of interspersed trials on prompted (P) and confirmation (C) paired associate learning were studied in 64 institutionalized educable mental retardates. Subjects were instructed to learn eight pairs of pictures which were presented by a slide projector. There were four groups in both the P and C condition. The treatment for these groups consisted of practice trials followed by two blocks of neutral trials, or two blocks of test trials, or one block of test trials, or no intervening material. Inclusion of interspersed test trials significantly improved performance in the C condition (p less than .05). This supports Izawa's (1968) findings that interspersed nonreinforced test trials significantly improved performance in the C condition. The results suggest that subtle variations in the methods of task presentation might be producing some of the discrepancies reported in studies on P and C learning. (Author)

In order to assess the effect of T-Group sensitivity training on teacher attitudes, 25 elementary and secondary school teachers were given the Minnesota Teacher Attitude Inventory (MTAI) both before and after a 10-week T-Group program. A control group of 16 teachers taking an inservice course in Iroquois Indian History was used. Results showed that the control group's test scores remained the same or decreased slightly, while the experimental group's scores increased five to 20 percentile points. The greatest increase was shown by secondary school teachers of academic subjects. It may possibly be inferred that the T-Group training caused the increase in scores, but further research must be done to determine whether this training causes any actual changes in the teacher's classroom behavior. One approach would be pre- and posttesting of student attitudes to the teacher undergoing T-Group sensitivity training. (Four pages of teacher comments on the T-Group experience are appended.) (RT)

In an effort to determine current practices in counselor education concerning secondary-school counselor selection, a survey was conducted in 1968, using a questionnaire focusing on three areas: (1) pre-admission selection, (2) selective retention during training, and (3) selective-endorsement upon completion of the program. Questionnaires were sent to two counselor training programs in each state. Activities considered regular parts of pre-admission selection include: (1) interviews by 46% of the respondants, (2) tests of academic potential beyond graduate school requirements (34%), (3) personality inventories (12%), and (4) miscellaneous other procedures (40%). Some 72% reported specific points of evaluation during training, and certain self-development opportunities were available: (1) individual counseling (65%), (2) group counseling (78%), (3) both (26%), (4) neither (11%), and (5) other opportunities (17%). Generally, candidates were advised of these opportunities early. Some 81% responded that endorsing graduates was an important function. Over 50% indicated involvement in research to improve selection practices over the currently used tools and guidelines. (BP)